These colors don't run!!!
Or cover my belly.
The following is a little paper I wrote for my English class:
I believe that Faith and Love will never get along. Now, I am not talking about the great principles taught to all of us in churches across the world; when I say Faith, with a big F, I mean my religion, and when I say Love, with a big L, I mean my wife.
Faith and I have been friends my entire life, and in many ways you could say that Faith introduced me to Love. Love and Faith became acquainted just a few months before meeting me, and they had a great friendship. They shared many of the same ideals and goals that were so important to both of them. Quickly they built a rapport that was in the best interest of both parties. Learning about each other only helped them strengthen the friendship that continued to grow.
Of course, like all friendships that burn bright and fast in the beginning, their friendship started to struggle. It didn't happen all at once, nor was it drawn out over a long process. Love came to see some other views held by Faith that she didn't agree with. Faith felt the need to exclude people, and make others feel bad if they didn't agree with her—she can be very demanding at times. This alone wouldn't be enough to strain the friendship, but Faith had many followers who felt the need to put Love aside and focus on not being nice. This made Love sad. The more Love spoke up, the more Love was told to be quiet.
Love wrote Faith a letter. This was not a happy letter. Faith had abused the trust given her by Love, and Love couldn't let that continue. This letter made me sad because I have known Faith for a very long time, and I suppose that I had grown accustomed to her sometimes erratic behavior, but always considered her a great friend to have. Love realizes this friendship is still important to me, and will not get in the way of that, and I can only hope that Faith will feel the same way.
So while Love will no longer be friends with Faith, I will continue to have faith, with a little f, in Love.
the demands of the ticktockman
Mixing the genres of science fiction and fantasy, Harlan Ellison created a world of order in need of social revolution. Standing alone, "Repent Harlequin! Said the Ticktockman", may seem an odd addition to any library, but when compared with the reality of our industry driven nation the story resonates the truth of the decline of individuality and personal accountability.
In the opening of the story, Ellison quotes Thoreau from his book "Civil Disobedience": "The mass of men serve the state thus, not as men mainly, but as machines…" (Ellison 363). Thoreau's statement illustrates the lack of compassion and thought needed to run a healthy government and society. This machine-like government needs a machine-like enforcer—the Ticktockman. While he is a man remaining masked, the Ticktockman carried the responsibility of cutting back the time people have to live. As Master Timekeeper, he was given the burden of finding the "Harlequin" and punishing him according to his crimes.
This idea of a Ticktockman immediately creates controversy to the readers. How can one man be given the ultimate power to end life? Who gives him that power, and what rules govern his use of it? To understand who he is, we must first understand what he fights.
Seen as a destructor of their utopian society, the Harlequin endeavors to disrupt the mindless obedience of the citizens and inspire them to live a free life of pleasure and chaos. In a paper written by Earl V. Bryant from the University of New Orleans, the Harlequin is described as a living representation of the great festival Mardi Gras (Bryant). This carnival involves celebrating life and indulging in the pleasures surrounding us. Bryant continues his connection of the Harlequin to Mardi Gras with the colors of the jellybeans and the colors of the parade: purple, green and yellow (Bryant).
Once again the reader must face another question: are the indulgences of the Harlequin liberating, or are they simply the outward demonstrations of an undisciplined life? Where does a society find the balance between living free and order? Truly, the Harlequin not only disturbs life in the cozy land of the story, but starts a debate among readers about the amount of power and control given to government and industry.
Do we serve the government, or does the government serve us? In Ellison's work, we read about a people who are nothing more than the cogs of a machine running so efficiently that a simple delay of seven minutes can disrupt the economy. These drones may seem fictional, but in an honest comparison the similarities are shocking. We, as a people, shop in giant stores, drive on giant roads, vote in giant elections. The individual voices of our land drown in a sea of commonality. In turn, our blind following of "the rules" has placed us in a strange relationship with major companies to tell us what to buy and where to visit. The desire for individual expression and exploration has fallen into an abyss and covered by the ease of a pre-packaged life.
The Ticktockman has the power to shorten life. With simple controls, he can exact justice for tardiness and other careless behaviors. This too holds great significance when juxtaposed with the "Rat Race" and other financial pursuits. Every person has the right to earn a living and provide for their families, but what is the cost of excess? When does making money become more important than living? In the United States millions of vacations days are wasted every year by workers unable or unwilling to use them. Our purpose is not simply working so that we can live, but living so that we can work.
Ellison's warning shouts from the story with every turn of the page and culminates with "one day we no longer let time serve us, we serve time and we are slaves of the schedule" (Ellison 367). The reverse order of our lives leads to an enslavement of the soul; by surrendering to the demands of work and social order, an individual forfeits the beauty of life and assumes the role of machine.
In a utopian society, the health of the individual spirit is equal to the health of a nation. If one of our fellow citizens suffers, we all suffer. By realizing the importance of the individual a nation can lift and sustain even its weakest members. There may be little to profit from this theory in a monetary sense, but there will be much to gain in the humanities as humans are celebrated as equals.
We are subjects to our own laws. We possess the power to change our land—we just need to get off the couch. In rising for the defense of our countryman, the powers that govern our land would have no choice but to comply. Going to war for the profit of industry would become a thing of the past. Indulging in the carnal lusts of men would be replaced by the enjoyment of a land filled with equality and hope for all residents. Certainly the lure of a land with order and efficiency has its appeal, but at what cost? It is possible that order and efficiency would be the product of a peaceful land. Rather than enforce law, let us enforce life, and enjoy the new land created from the harmony of souls in true unity.
The Ticktockman's purpose serves as warning to the destruction of living free. The giant sentinel dominates a world enforcing profit and order, but there is hope; laughing, loving and living prove the best antidote for a sterile life devoid of pleasure.
Bryant, Earle V. "Ellison's "REPENT HARLEQUIN!" SAID THE TICKTOCKMAN." Explicator 59.3 (Spring2001 2001): 163. Academic Search Premier. EBSCO. [SLCC Library], [Taylorsville], [UT]. 8 Aug. 2009 <http://libweb.slcc.edu:2436/login.aspx?direct=true&db=aph&AN=5011286&site=ehost-live>.
Ellison, Harlan. ""Repent, Harliquin!" Said the Ticktockman." Klotz, Richard Abcarian & Marvin. Literature The Human Experience. Boston: Bedford/ St. Martin, 2007. 363-372.
A couple weeks ago I purchased a new straight razor. The cuts are becoming smaller and fewer, but I still have to learn some more shaving skills.
We had breakfast at the Roundhouse Cafe then took a drive to Temple Square for a nice little morning as a family. Now it is time to get home so mommy can get some rest; no fun being sick on a weekend.
Once again Little Man and I are ready and waiting in the car for mom. Once she gets in, we will be on our way to a great relaxing vacation in Oregon and Yellowstone. Just waiting. And waiting.
In the poem "Harlem" by Langston Hughes, the poet creates an image of decay. At the height of the New Negro Renaissance, Harlem became the home for a new wave of thought and creativity. Despite the overwhelming popularity given to the small neighborhood in New York City, Hughes records the eventual decline and departure of the intellectual leaders from the Mecca of the greatest cultural change of the twentieth century. "Harlem" foretells of the despair that most residents of the neighborhood will go through, as their dream of equality and prosperity is "deferred".
The poet begins the poem with a question that could easily pass for a philosophical discussion at the dinner table: "What happens to a dream deferred?" (406, 1). The word deferred stands out to the reader in considering what really happened to the dream. By stating that the dream had been deferred, the author allows for the dream to return. Deferring a dream is not the same as destroying it. Most often the reader will associate military service or college when thinking about deferment. This suggests to the reader that the author's dream is being deferred for a higher cause. Whether the dream is put on hold for war—a battle for equality, or for the education of the Black residents—a time to learn and then return ready to share the knowledge with their neighbors and family, eventually that dream will return to claim all the glory it was intended to receive.
The poet continues the writing by starting to list some possible outcomes for the deferred dream. "Does it dry up like a raisin in the sun? Or fester like a sore—and then run?" (406, 2-5). Using the imagery of a raisin in the sun creates the feeling of something small reacting to a large amount of heat. This represents the great oppression the residents and Black leaders were facing at the time from the popular majority parties. The rhyme of these two lines is ABA. By linking the sentences together to allow the reader to feel the heat and pain felt by members of his community, the author takes the reader on a journey into the feelings and disappointment of the Harlem residents.
Continuing on with his theme of a dream deferred, the speaker then compares the dream to food: "Does it stink like rotten meat? Or crust and sugar over—like a sugary sweet?" (406, 6-8). The author's use of meat and sugar signify to the reader the importance of this great dream. Meat feeds and builds the body with a lasting protein while a syrupy sweet is a treat best saved for after meals—a simple dessert. Is this dream the nourishment needed to endure the trials ahead, or does the dream more closely resemble the sweet joys of art; providing pleasure but no lasting energy for life? The words chosen by the speaker create the images of a large feast prepared to celebrate the victory of war, but with no one attending, the food sours and remaining inedible to anyone who shows up late.
The author switches from the imagery of food to a much more pressing comparison: "Maybe it just sags like a heavy load." (406, 9-10). This image relates to the buildings of a once thriving neighborhood. The Apollo Theater for example fell close to ruin after the movement that defined much of Harlem ended. Not only are the buildings aging, but the people too; poverty, crime, and neglect have crippled a large number of Harlem residents. Those wishing to leave the rough neighborhood are often required to work harder and longer than their peers living across town.
The most chilling lines of this poem have been saved by the author for the end. Realizing that people will only be kept down for so long, and that the dream that had been deferred will soon return giving life and hope to the dreamers, the poet leaves the reader with a sense of the power and fight left inside: "Or does it explode?" (406, 11). Will there be an explosion? Will it come from the inside or the outside? The author does not tell when and where, just a simple question perhaps left as a warning serves as a cautionary conclusion to a poignant poem.
We went to the Capson's home earlier this afternoon for some great food and the giant slide. Little Man enjoyed some time with Grandpa, and being a crazy kid.

We like to have some playtime out in the backyard. I can't belive how old our Little Man is getting!
After returning to the house THREE times last night after leaving so Mommy could retrive forgotten items, we finally left Utah. It was hard for the little guy, but he eventually fell asleep. The wife and I enjoyed great conversation and music on the drive, and we are getting closer and closer to San Diego!
Little Man and I are ready to hit the road... we just need the wife. Soon we will be cruising down the highway to California. Maybe,
I took little man to get a haircut this week, and momma is not happy. I think that it is cute bute the woman of the house feels that our son resembles a chemotherapy patient. Being the proud dad that I am, I got a haircut also... but not as short.
I had my last final in school today.
I am not sure how to feel about the end of the semester; on one hand I am relieved that I will be having a break, and on the other I will miss the familiarity of the schedule and teachers. Coming back to school after a long break began rough, but I quickly picked up the nuances of writing papers and balancing 18 credit hours. Now that my grade is not on the line I can honestly say that I learned much from my teachers at SLCC. Though at times I was frustrated with my peers for their lack of "experience" in the real world, my teachers proved to be hands-on educators that used their own life stories to enhance my education.
I am now gearing up for 9 credits this summer and then 18 again in the fall. There are so many classes that I want to take, but just do not have the time for. Right now my focus is going to be getting a great application together to apply at NYU.
Yes, NYU. I almost hate writing this down out of fear of being rejected and facing a public humiliation. I suppose I am tired of hiding. For a long time I hid behind a façade of being the nice guy, the funny guy and the friend, so that the smart guy would not have to face the crowd and expose potential weaknesses. What I have learned is that I am happier when I am learning. I can't believe that I hid for so long content to just live life. What drive me now are dreams and goals that I had kept hidden for a long time that I now realize are attainable.
So, I return to my short break in anticipation of spending time with my little family, and getting a little extra sleep.
S
alt Lake Community College must improve the teaching of diversity. Despite the White cultural majority in Salt Lake City, the city's population is growing and changing. This same change must be reflected in the surrounding colleges and universities by exposing students to the customs and cultures of their neighbors.
A strong educational institution needs to produce students capable of working and succeeding in all types of work environments. Here at Salt Lake Community College, students take at least one class to fulfill the diversity requirement. The diversity classes, when taught correctly, inspire the students to learn more about other cultures and lifestyles. This concept of one class fulfilling the racial and social education of students is flawed at the most basic level. Diversity cannot be summed up into a single semester of reading and cramming for tests. Many voices must collaborate and unify to truly reflect the meaning of our multifaceted society (Egbert).
Diversity Debate
On March 11, 2009, students gathered in TB 203 to participate in a debate on the diversity requirement here at Salt Lake Community College. The moderator's name was Abio Ayeliya. The debaters were Sione Siulua, June Labatai, Nicholas Rossi, Robert Palonko and Leonard Siennick. The Time Keeper was Dr. Clark, Dean of students.
Before the debate started, a poll was taken of students attending. Out of 36 people in attendance, only eight were minorities. Interestingly, the two debaters on team B who were in favor of eliminating the diversity course requirement were both minorities, while the three debaters in favor of the requirement on team A were all white.
Team A argued that we as a student body had a responsibility to create diversity. They felt that bigotry is a condition that needed to be changed. One debater stressed the importance of diversity classes to "force a change in perception." This phrase is unsettling as the concept of forcing someone to change their acceptance of diversity seems counterintuitive. How can someone who is "educated" in diversity insist that others need to be "forced" into anything?
Team A continued with another statement that showed their lack of understanding in the principle of diversity. Despite giving a profound statement of "Homogenized courses result in homogenized students", they lost momentum by claiming that "White is indicative of a lack of culture." While the White culture may be dominant here in Utah, it is not in areas like Brooklyn, Detroit, and Baltimore. Diversity, or lack thereof, cannot conform into a single definition of one race or gender, as every person contains something unique that others can learn from.
Team B based their argument on the premise that the classes offered here at SLCC are not sufficient enough to require students to pick one. "Just because it is different does not make it good." This summed the opinion of team B as they felt that the classes need to have more to offer students that simply fulfilling a diversity requirement. Creating classes that inspire a diversity of thought will better lead to new understanding than simply studying a different race.
At the conclusion of the debate a vote was taken to see if the teams had swayed the opinion of those in attendance. 32 voted to keep the requirement, three voted against and one vote abstained (Egbert 1-3).
Defining Diversity
According to Princeton University, the definition of diversity relates to the condition or result of being changeable (Wordnet). In this concept of changing rest the premise that every person has a chance to change themselves and improve their understandings of the world they live in. While there are some who do not feel the importance of exploring other ways of life, they can never reach a higher plateau of learning without this change. It is also important to note that diversity is not simply a study of a different race or gender. To truly understand diversity a group must explore social difference as well. The many different branches of diversity are as numerous as the people on this earth, because everyone possesses something unique to offer.
Pro's of diversity education
In creating a campus that truly embraces the teaching of diversity, Salt Lake Community College will produce students, workers and leaders that quickly adapt to new environments and excel with today's diverse workforce. Students enrolled in these classes will understand the connections they share with disenfranchised members of society. As their awareness of others is increased, the students will become more aware of themselves. Self actualization is paramount in excelling in education. As a Professor of Education at San Diego State University, William Piland wrote about the many benefits of diversity in education. Among the benefits, Piland states that students will become better members in society that blends cultures from around the world (Piland 33). As students learn about others, they become more able to interact with the different people they encounter.
Need for diversity
All students regardless of what major they are pursuing should be required to take multiple diversity classes. There are a number of students who feel that since they are going into a program that is not centered in the Arts or Humanities they should not be required to take additional classes. While their basic logic may be valid, it is the way that American universities function. If the sole purpose of education were to receive purely vocational instruction, then they would have a case, however, American college education encompasses much more than mastering one vocation; education calls upon individuals to truly explore learning in all forms.
The need for diversity education is evident from the results of a survey done by Shelly Hess Dean of Curriculum at San Diego Community College. In her survey Hess found that only 37.5% of students polled have had previous experience learning about women, gays/lesbians and people with disabilities (Hess 544). Among those that had little experience the largest group was White males. Hess noted that the main reason for their aversion to diversity classes was an avoidance to learn about homosexuality (Hess 545). It is unsettling to imagine that slightly more than one-third of the students in college have stepped outside their comfort zones to learn about others. Perhaps what makes this most appalling is the fear some students had of learning about homosexuals. There is a silver lining to this dark cloud. Hess reported that one 18 year old White male did come to an epiphany about women's suffrage; "I thought that it must be hard to have to fight for something that men were given from birth (Hess 546)". Despite knowing some facts about the fight for equal rights by women, this young man never understood the significance of their plight until after taking a diversity course.
Responsibility of schools
Salt Lake Community College has an obligation to the students to provide an institution of learning that reflects the world we live in. School officials and student representatives must work together to create a program that will entice more students to learn about diversity. As a professor of Educational Studies for the State University of New York, Nancy Schniedewind wrote about a four-part process important in creating an environment conducive to teaching diversity: "Empower students to envision and create changes to foster greater equality (Schniedewind, 1)." As the college plans to make changes, the students' voices must be heard.
Responsibilty of the students
While the college opens a dialogue with students about diversity, students need to use that opportunity to honestly discuss their thoughts without fear or embarrassment. Students who wish to expand their cultural understanding need to become more active in the classroom discussions and school activities. William Piland found that among the many choices available to learn about diversity, it was not enough to just combine people from different backgrounds in one classroom. Students needed to engage each other in conversation to take advantage of each other's experiences (Piland 30). Simply attending a class will not give the student adequate opportunities to learn, but by associating and interacting with diverse students true learning occurs.
In addition to discussing curriculum with educators, students should actively engage themselves in service to people with whom they are not familiar. There are numerous community organizations that need volunteers to help them accomplish their mission. By becoming active in the community, students will learn firsthand the struggles and hardships faced by others throughout our region.
Conclusion
A change needs to be made to the diversity program here at Salt Lake Community College. This change is vital to this college's ability to create students that will show the nation and world the dedication to equality found here at this school. By widening the doors of the current class curriculum, more students will become involved and create a greater interest in learning the importance that each person plays in society.
Oppression slowly chokes the life of the soul. Whether this oppression comes in the form of discrimination, racism, or sexism, the damage is great and in some cases irreparable. There are a few individuals, however, that can take the experience of abuse and create art. Their pain serves as a catalyst to their art and through their experience they have the power to spread a message of love and hope.
In the play "Trifles" by Susan Glaspell, we read of a murder that is under investigation by the County Attorney and Sheriff. Slowly the reader and audience come to learn of the mistreatment of Mrs. Wright at the hands of her husband. The abuse represents itself again in the form of a song bird and its cage. Mrs. Hale and Mrs. Peters look around the house to find items to take to Mrs. Wright and come across an empty bird cage. The bird is missing and the cage is in a poor shape, says Mrs. Hale, "Looks as if someone must have been rough with it (Glaspell, 1047)." The rough treatment from Mr. Wright led to his own death. Years of isolation and being pushed into a small cage were too much for the tormented song bird, Mrs. Wright.
Not all oppression comes in the form of physical abuse. Even those who have a façade of concern can smother those they wish to help. In contrast to Mr. Wright, Charlotte Gilman's "The Yellow Wall-Paper" tells the story of a concerned husband who wants his ailing wife to improve her health. The husband is a doctor who, despite protests from his wife, isolates her from her family, friends, and journal. The writings of Gilman parallel her own life closely and serve as a warning to men who discard the opinions of their wives. John's oppression does not take the form of Mr. Wright's cruelty, but instead arrogance and patronization. Gilman wrote, "It is so hard for me to talk with John about my case, because he is so wise, and because he loves me so (Gilman, 584)." His "love" and sense of authority were the downfall of his treatment. The more he put his "knowledge" above her intuition; his wife continued the downward spiral to insanity. "I've got out at last…in spite of you Jan. And I've pulled off most of the paper, so you can't put me back! (Gilman, 590)." These ramblings stand as testimony of mistreatment and even neglect. Even Mrs. Wright showed signs of her abuse through her quilting. Mrs. Hale noticed the craftsmanship and its degrading quality "It's all over the place! Why, it looks as if she didn't know what she was about! (Glaspell, 1046)." Mrs. Hale's observation reflects Mrs. Wright's distressed state at the hands of her tormentor.
Charles Alexander Eastman was born as Hakadah in the Sioux culture. There is no other race that has suffered the full anger and wrath of this nation more than the Native Americans. His people were killed off, pushed into worthless parcels of land, and seen as nothing more than uncivilized savages. As Eastman was converted to Christianity and given educational opportunities, he excelled. He did not achieve his brilliance through white people. Rather, he was born with it and only learned how to communicate in a new language. His learning did not create a hate in him for those who had harmed his people. Instead, he was able to draw closer to his abusers and see the close connection that everyone shares. He eloquently wrote of the personal faith held by the Sioux. "To him it was the supreme conception, bringing with it the fullest measure of joy and satisfaction possible in this life (Eastman, 543)." It is natural for a person of faith to feel that way about their relationship with their god. Eastman's writing elevated not only his soul, but every mind who reads his words today.
Like Eastman, Simon Ortiz took his pain and suffering and created a work of art that expressed both his torment and hopes for the future. In his poem entitled "from Sand Creek," Ortiz mingles his prose with historical accounts of the cruelty his people suffered at the hands of the United States government. Ortiz himself was in a VA hospital to recover from injuries sustained as a soldier. Despite being in a hospital for different reasons, the common thread of illness is in his writing, as with that of Glaspell and Gilman. Ortiz notes in the poem, "The mind is stunned stark (Ortiz, 2278)." in reference to the nights he spent in the hospital hearing the cries of the soldiers who were sent to war to fight for a man they would never meet. Ortiz saw the pain caused by subjugation of poor men and women who enlisted to serve in an army as the only way out of their circumstances. "From Sand Creek" starts with hope - "but, look now, there are flowers and new grass… (Ortiz, 2726)" - and ends with hope, "That dream shall have a name… our America (Ortiz, 2730)."
The contrast of light and dark in art is defined as chiaroscuro. As a person suffers, they have two choices. By surrendering to the dark, life is lost, hope is lost and the individual is driven to unspeakable places. In choosing light, one can create a template of knowledge that can be shared and spread throughout time in an effort to enlighten those who destroy, intentionally or otherwise.
It is Friday morning and before I start doing some chores and homework, I want to try using a blog posting from Word… Let's try it.
This is a paper I did recently for my diversity class in Humanities; hope it is not too boring.
Keeping Hope through Trials
Hope is a treasure belonging to those who seek to build a better world for themselves and society. Hope can be placed in many different ideas and beliefs but still it shares the goal that the Dreamer's dream will come true. In spite of oppression, hatred and war, hope can flourish and bring happiness and peace to those seeking solace.
Perhaps the most famous dreamer of our time is Marin Luther King, Jr... King mobilized thousands in an effort to help his dream come to fruition on August 28, 1963. In his speech given at the steps of the Lincoln Memorial, King spoke of his dream of how life in this country could one day become. He recited the words spoken long ago in the establishment of this nation. Each and every man, black and white "would be guaranteed the unalienable rights of life, liberty and the pursuit of happiness" (King). Those words that inspired King were from the founders of this nation, who in turn were inspired by John Locke, an English philosopher who lived during the late 1600's. One of Locke's well known theories is that we are each born as a blank slate, without any innate tendencies. A blank slate would be one born free from the ideas of hate and bigotry, making his statement apropos for King and the Civil Rights Movement.
We all live in a country built on the hopes of those who have come before us. Oceans were crossed and mountains were scaled as dreamers pushed forward with their hopes of a better life. In the short story "His Own Society", Gish Jen shares the story of a man who left feudal China to come to America in hope of achieving the American Dream. He quickly purchased a small pancake house, which enabled him to earn a living and support his family. Ironically, he began to practice the same customs in his own restaurant that he fled China to avoid. He would grant special favors to his employees that they did not ask for, and then become dismayed when they did not lavish him with love and loyalty (Jen). This shows that despite moving to a new land with new opportunities, many fall back onto old habits and traditions that are familiar, even if these ways are misunderstood.
Traditions are not easily broken. We all feel ties to our family and a loyalty to our country. National pride is shown wherever a flag is flown and whenever an anthem is sung. These ties have the potential of dousing the flame of hope in each of us if given too high of a priority in one's life as illustrated by Anzia Yezierska's novel, "The Bread Givers". In this tale we read of a young girl Sara who watches quietly while her father marries off her older sisters. Her older sister Mashah was the prettiest girl in their town. Mashah had hopes to marry for love, her father intervened, and she acquiesced to him rather than follow her own path, killing the dream she had of her own future. In describing her sister's apartment, Sara says; "…the soda with which she had scrubbed the floors clean, and laundered her rags to white, had burned in and eaten the beauty out of her hands" (Yezierska, 147).
Throughout the centuries immigrants entered this land looking to find a "New World" while bringing part of their "Old World" with them. Whether a person has been in this country for 1 minute or 100 years, there are influences that have been passed down to them by their ancestors. We cannot escape the way we were raised just by relocating to another town. Even Sara Smolinsky left everything she knew in the realization of her dream of becoming a teacher. As she studied and progressed, she noted that she still felt like the same girl who was without education. Eventually, as she conquered the hurdle of her poverty and gender to become a college graduate, she came to the knowledge that by expressing herself, she fully realized the dreams of many generations before her. "But I felt the shadow still there, over me. It wasn't just my father, but the generations who made my father whose weight was upon me" (Yezierska, 297).
The penal system is an easy place for a person to lose their hope of a better life. After conviction of a crime, a person can be placed in a world where intimidation and oppression run free. One's hopes and dreams remain as that which cannot be taken away, and even they can dwindle while under incarceration. A façade must be built by those wishing to preserve hope. This façade will consist of a tough face and quick wit mixed in with defiance and anger. By putting up a pretense of indifference, prisoners can closely guard their own dreams. Unfortunately, this does not help the prisoner; rather it only fuels the fire of anger that is also burning in them. "Finally I can no longer hear the sounds of my own weeping… stand up. Straight. Tall. Shoulders back. Chin up. I put the dark glasses on my face and the mantle of hard-ass prisoner on my soul" (Norton, 2679). The hope that they are able to keep has the potential to change their lives for the better, but it must be nourished.
Dr. King saw the importance of freedom and how oppression could kill a man's dreams if allowed. He spoke of raising the bar for his people's own hopes when he said "We can never be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one" (King). This emphasized the importance of having the ability to grow and expand ourselves into what we want, and not simply what the world around us thinks we deserve. He expressed how he could have faith in the unknown by saying; "Go back… knowing somehow this situation can and will be changed" (King).
Kings ability to hold close to his hope was an inspiration to millions and still spreads the seeds of equality around the world. His dream was summed up with these words:
I have a dream that one day every valley shall be exalted and every hill and mountain shall be made low, the rough places made plain, and the crooked places made straight, and the glory of the Lord shall be revealed and all flesh shall see it together (King).
Our hopes are our dreams and our dreams our hopes. By keeping and sharing them we have the ability to change the present and future. Our greatest hope should be that we will always have a dream. Just as those that came before dreamt of a better world, we too should dream of a land where we can be free to keep our hopes alive.
Jen, Gish. "In the American Society." The Heath Anthology of American Literature. NYC: Houghton Mifflin Company, 1991. 3036-3046.
King, Martin Luther. "I Have a Dream." Washington D.C., 28 August 1963.
Norton, Judee. "Norton #59900." The Heath ANthology of American Literature Volume E. Boston: Houghton Mifflin, 1991. 2674-2679.
Yezierska, Anzia. Bread Givers. NYC: Persea Books, Inc., 1925.





